Our schools is moving from setting for maths to teaching your own class across ALL year groups. I have been teaching a set this year so I have been differentiating 3 or 4 different ways across 6 sublevels (3a/4c to 5b/5a) but I nervous how to manage the teaching in a class where children will be levels 1a - 5a. The 1a child cannot even do basic number bonds, whilst those at level 5a are able to solve equations. I have taught a mixed abislity year 4 class before but the children ranged from a 2c to a 4c. Also there are some behaviour difficulties, particularly with some of the LA children when they are asked to work independently as they have always had support throughout school and there has been a lot of TA support available in their LA set. Clearly I will not be able to do the 'normal' three or four part lesson type teaching here, so my thinking was to set the HA off on a task and get them to use their thinking skills and each other for how to work it out and then perhaps have some practical hands on activities for the LA children to encourage the skills they are missing (e,g, number bonds, simple adding, place value recognition, etc...) and then start off with the MA on the carpet for an input. And then moving this around during the week so that a different group has the input each day. For those that have taught scross a 13 sub-level spread like this, how many learning objectives would you have? I could potentially have 6 or 7 and how do you then sub-divide the success criteria for each learning objective? I usually have one LO with a sub-divided success criteria (sometimes 2, 3, 4 and on occassion 5) with a different success criteria for each group depending on their task./activity, and children can move around within these. Can anyone point me in the direction of mixed ability planning for this type of ability spread so that I can get an idea of where to start or websites/resources that offer advice on this. I should have some TA support but not sure whether this is going to be every day, although it will give me more flexibility to ensure my numeracy sessions are timetabled when I have a TA in the class (although this will be at the expense of literacy support). Grateful for any advice from anyone who has taught a numeracy to a class with this spread of abilities.